Compact planning edition · Lesson 2 of 6 · 60 minutes
Awa and waka — verify before wording
Build inquiry habits around awa and waka. Regional knowledge is valuable local learning; it is not evidence that a learner descends from, or may claim, that awa or waka.
Learning intentions
- Explain the different purposes of awa and waka lines in pepeha.
- Separate local curriculum knowledge from personal whakapapa evidence.
- Draft only confirmed language; record questions without pressure to answer them.
Success criteria | Paearu Angitu
A learner separates local awa/waka knowledge from personal whakapapa, attributes one local fact, and records confirmed, asking, or blank status without inventing a line.
Kawa haumaru — identity and knowledge boundary
- Awa and waka lines require relationship evidence: a learner writes tōku awa or tōku waka only when a trusted whakapapa source has confirmed it.
- Region is context, not ancestry: the river beside the school and the waka associated with the rohe remain local learning unless whānau confirms the learner’s relationship.
- All matrix outcomes count: a confirmed draft, a careful question, a mihimihi line, or a deliberately blank field demonstrates the inquiry skill.
- Name the knowledge holder: local awa and waka material should come from a mana whenua-approved source and be taught with that attribution.
Teacher planning snapshot — before class
- Prepare approved local map/name resources for class learning, without presenting them as personal identity options.
- Prepare fictional confirmed, unconfirmed, and local-knowledge examples.
- Keep learner source-status sheets private and return them directly.
60-minute run sheet
0–10 min · Retrieve the boundary
Teacher move: Read three examples: ‘I live near this awa’, ‘mana whenua connect to this awa’, and ‘my whānau confirmed this is tōku awa’.
Learner action: Identify which, if any, supports a personal pepeha line.
Check: Only the whānau-confirmed example supports tōku awa.
10–24 min · Learn local context without borrowing
Teacher move: Teach one locally approved awa or waka fact and name its source and knowledge holder.
Learner action: Record the fact under ‘local learning’, not under ‘my pepeha’.
Check: Learners can name whose knowledge is being shared.
24–40 min · Awa/waka evidence matrix
Teacher move: Model the matrix columns: element, possible wording, evidence source, permission, status.
Learner action: Work privately. Confirmed learners may draft; others write a question, use a mihimihi line, or leave the field blank.
Check: No regional waka or nearby awa is supplied as a substitute.
40–52 min · Pronunciation studio
Teacher move: Rehearse awa, waka, and the fictional sentence frames using call-and-response, listening, or supported reading.
Learner action: Choose a mode and annotate one pronunciation cue.
Check: Feedback is specific to sounds and phrasing.
52–60 min · Handoff
Teacher move: Ask for a content-free exit code: both confirmed, one confirmed, asking, or using mihimihi.
Learner action: Share the code privately or on an anonymous slip.
Check: The teacher can plan Lesson 3 support without seeing private content.
Evidence to notice
- Distinguishes where a learner lives from an ancestral relationship.
- Attributes local awa/waka knowledge to its source.
- Uses ‘unconfirmed’ or blank rather than inventing a personal line.
Exit evidence: ask for the content-free code both, one, asking, or mihimihi; the matrix itself returns to the learner.
Core resources
- Compact identity-form builder — awa/waka evidence matrix
- Mihimihi pathway — place and belonging without whakapapa claims
Entry support, extension, and inclusion | Access, choice, and privacy
- Offer listening, supported reading, pointing/ordering cards, writing, or teacher conferencing; speaking to a group is never required.
- Offer map listening, source annotation, sentence-card ordering, and quiet conferencing so awa/waka learning does not depend on oral performance.
- Treat the evidence matrix as private identity work; do not copy, display, upload, or circulate it as a finished product.
- Use fictional names for whole-class sentence correction and never turn a learner’s unconfirmed awa or waka question into a public example.
Curriculum alignment
- Learning Languages — Pāhekoheko: “Pepeha follow a specific structure made up of key elements that each serve a purpose in expressing identity, belonging, and whakapapa.”
Evidence note: Assess attribution, the difference between local context and whakapapa, and one deliberate status decision—not how many ancestral fields are filled.